This lesson, How is my sandwich like a story, displays a way in which third graders can become much stronger writers and intergrate some great descriptions that help to make the reader more interested in what the author is trying to say. The main objective of this lesson is for students to recognize the different parts of the story but mainly, see that the biggest part should be the middle where many rich details are included and helps to move the story from point A to point B. One of the standard benchmarks of this lesson was learning how to write a good story and including the many different parts of the story which are like the parts of a sandwich; the top piece of break is the beginning, all of the different things you put in your sandwich that makes it delicious is the middle, and the bottom piece of bread is the end. (CN)
In this lesson the teacher compares her sandwich to writing a story and realizing where the beginning, middle and end is. She teaches them that the introduction and the conclusion should be the smaller parts and that they come in the beginning and end. She also shows them that the middle should have the most "stuff" in them. she shows them this by adding multiple foods in the middle of her sandwich to show them that they should have alot of "stuff" and use alot of different details in the middle. In the end she has the kids find the middle beginning and ending in a story that they have written, cut them out and paste them onto different colored paper so that they can again differenciate the different parts. The teachers objective of the lesson plan was to teach the students how to seperate parts in their writing, and how to make their writing better by adding details.(hg)
II. The Learning Environment
When we first get to see the students at the beginning of the lesson, they are all sitting on a large rug in the classroom toward the teacher who is sitting on a chair that is on the rug as well. Around the room there are many desks, each belonging to one of the students in the class. In one section of the classroom, there is a table with a few chairs where students get to meet and have a conference with the teacher about what they are presently working on, giving the opportunity for the student to ask questions about his or her work. This is helpful for not only students but also teachers in allowing them to get to know the student a little bit better and to help the student improve one step at a time. There are also a few bulletin boards that are nicely made and display the lesson that the children are presently working on. Finally, around the room there are many piece of work that are done by the students. This allows for everyone to see how much that child is improving and works as a way for the student to be proud of their work by letting it be displayed. (CN)
In the beginning the teacher has the kids all sitting together on a rug when she explains how when she was making her sandwich that morning it reminded her of their stories. I think that she did this so that all the students felt apart of the story she was telling and could all engage in what she was saying. one student named david knew exactly what she was trying to get at and was able to share what he felt about what she was saying. Later when they were working alone you could see that the desks were grouped together in the background. this may help the students engage with eachother and get thoughts on what their fellow classmates had to say, or they could go to where the teacher was and ask her for help at a seperate desk by themselves. The diversity of the calss gender wise was about equal however there was no minority.(hg)
In the class, there seem to be an equal ratio of both male and female students. By watching the progression of the lesson you see that it is a non-diverse classroom made up of all white students. These third graders range from the ages of seven and eight. (CN)
III. The Learning Activities
At the beginning of the lesson the teacher took out her sandwich that she had made that morning and showed what she had made. She proceeded to ask the students to think about in what ways is a story like a sandwich. She got many different responses, each child saying the same thing, "the top piece of bread is the beginning, there is a big juicy middle filled with many different details, there is a bottom piece of bread serving as the end." The teacher then took the sandwich apart showing the students by holding up each piece that played an important role in the story. She showed them the many different things that she has put between the two pieces of bread and told them that each different thing in that sandwich was a important detail of the story. By showing them this activity students saw that the middle of their stories could become much larger and hold many different details. (CN)
In this lesson the teacher began with telling the kids about how that morning when making her sandwich she thought about how it reminded her of what they were doing in class. She then pulled out her sandwich and asked the kids if they knew why it had reminded her which helped engage the students. One student recognized exactly what she wanted them to pick up on. That the sandwich was like their writing. it had a beginning middle and end. The teacher then told the kids to go back and find the beginning middle and end in their own stories and cut them out and put them on different colored paper. I think that this helped the kids not only realize where the beginning middle and end in their own stories were but allowed them to see it and differentiate it through color and sight. The students were able to identify what parts of their writing connected to the teachers sandwich that she described and showed. The students were also able to work on their writing and ask the teacher questions when they needed help. Also the students cut out their intro middle and conclusion and put it on different colored paper, this hands on experience helped them differentiate their writing in a different way than usual.(hg)
IV. Personal Reflections
(Yours) I personally enjoyed this lesson the most out of all of them that I looked at and that is why I decided to do it. It shows a very important tool which is the use of having activities that are hands-on and that all children can learn from. When hearing some of their stories at the confrence table, I was amazed at the way third graders were able to write and how much specific details they included. The ideas that they included while writing their stories were very enjoyable. From watching this video, I witnessed children learning and sharing ideas with other students as how to maybe improve their stories and allow them to be more descriptive or change the ending. (CN)
I thought that this lesson was a very cute way to teach the kids. She used something that every student was well familliar with to teach them something new and connect previous lessons on writing to. I think that bringing in familliar objects and comparing it to what the kids are learning in class is a very effective teaching tool. I also liked the idea that she had them cut and paste the different parts of their own stories onto different colored paper. I think this furthered the students recognization to what she was trying to teach them.(hg)
Title:
How is my sandwich like a story.Authors:
1.Caroline Neubauer2.Holly Gearing
I. Standard Benchmark(s) and Learning Objective:
This lesson, How is my sandwich like a story, displays a way in which third graders can become much stronger writers and intergrate some great descriptions that help to make the reader more interested in what the author is trying to say. The main objective of this lesson is for students to recognize the different parts of the story but mainly, see that the biggest part should be the middle where many rich details are included and helps to move the story from point A to point B. One of the standard benchmarks of this lesson was learning how to write a good story and including the many different parts of the story which are like the parts of a sandwich; the top piece of break is the beginning, all of the different things you put in your sandwich that makes it delicious is the middle, and the bottom piece of bread is the end. (CN)
In this lesson the teacher compares her sandwich to writing a story and realizing where the beginning, middle and end is. She teaches them that the introduction and the conclusion should be the smaller parts and that they come in the beginning and end. She also shows them that the middle should have the most "stuff" in them. she shows them this by adding multiple foods in the middle of her sandwich to show them that they should have alot of "stuff" and use alot of different details in the middle. In the end she has the kids find the middle beginning and ending in a story that they have written, cut them out and paste them onto different colored paper so that they can again differenciate the different parts. The teachers objective of the lesson plan was to teach the students how to seperate parts in their writing, and how to make their writing better by adding details.(hg)
II. The Learning Environment
When we first get to see the students at the beginning of the lesson, they are all sitting on a large rug in the classroom toward the teacher who is sitting on a chair that is on the rug as well. Around the room there are many desks, each belonging to one of the students in the class. In one section of the classroom, there is a table with a few chairs where students get to meet and have a conference with the teacher about what they are presently working on, giving the opportunity for the student to ask questions about his or her work. This is helpful for not only students but also teachers in allowing them to get to know the student a little bit better and to help the student improve one step at a time. There are also a few bulletin boards that are nicely made and display the lesson that the children are presently working on. Finally, around the room there are many piece of work that are done by the students. This allows for everyone to see how much that child is improving and works as a way for the student to be proud of their work by letting it be displayed. (CN)
In the beginning the teacher has the kids all sitting together on a rug when she explains how when she was making her sandwich that morning it reminded her of their stories. I think that she did this so that all the students felt apart of the story she was telling and could all engage in what she was saying. one student named david knew exactly what she was trying to get at and was able to share what he felt about what she was saying. Later when they were working alone you could see that the desks were grouped together in the background. this may help the students engage with eachother and get thoughts on what their fellow classmates had to say, or they could go to where the teacher was and ask her for help at a seperate desk by themselves. The diversity of the calss gender wise was about equal however there was no minority.(hg)
In the class, there seem to be an equal ratio of both male and female students. By watching the progression of the lesson you see that it is a non-diverse classroom made up of all white students. These third graders range from the ages of seven and eight. (CN)
III. The Learning Activities
At the beginning of the lesson the teacher took out her sandwich that she had made that morning and showed what she had made. She proceeded to ask the students to think about in what ways is a story like a sandwich. She got many different responses, each child saying the same thing, "the top piece of bread is the beginning, there is a big juicy middle filled with many different details, there is a bottom piece of bread serving as the end." The teacher then took the sandwich apart showing the students by holding up each piece that played an important role in the story. She showed them the many different things that she has put between the two pieces of bread and told them that each different thing in that sandwich was a important detail of the story. By showing them this activity students saw that the middle of their stories could become much larger and hold many different details. (CN)In this lesson the teacher began with telling the kids about how that morning when making her sandwich she thought about how it reminded her of what they were doing in class. She then pulled out her sandwich and asked the kids if they knew why it had reminded her which helped engage the students. One student recognized exactly what she wanted them to pick up on. That the sandwich was like their writing. it had a beginning middle and end. The teacher then told the kids to go back and find the beginning middle and end in their own stories and cut them out and put them on different colored paper. I think that this helped the kids not only realize where the beginning middle and end in their own stories were but allowed them to see it and differentiate it through color and sight. The students were able to identify what parts of their writing connected to the teachers sandwich that she described and showed. The students were also able to work on their writing and ask the teacher questions when they needed help. Also the students cut out their intro middle and conclusion and put it on different colored paper, this hands on experience helped them differentiate their writing in a different way than usual.(hg)
IV. Personal Reflections
(Yours) I personally enjoyed this lesson the most out of all of them that I looked at and that is why I decided to do it. It shows a very important tool which is the use of having activities that are hands-on and that all children can learn from. When hearing some of their stories at the confrence table, I was amazed at the way third graders were able to write and how much specific details they included. The ideas that they included while writing their stories were very enjoyable. From watching this video, I witnessed children learning and sharing ideas with other students as how to maybe improve their stories and allow them to be more descriptive or change the ending. (CN)
I thought that this lesson was a very cute way to teach the kids. She used something that every student was well familliar with to teach them something new and connect previous lessons on writing to. I think that bringing in familliar objects and comparing it to what the kids are learning in class is a very effective teaching tool. I also liked the idea that she had them cut and paste the different parts of their own stories onto different colored paper. I think this furthered the students recognization to what she was trying to teach them.(hg)
SBLD - Sandwich Lesson F08